| Business English teachers should have not only profound business knowledge,but also a wide range of pedagogical knowledge.Effective classroom teaching is an organic combination of the two.This study adopts ELAN as an analysis tool to the analysis of 10 award-winning business English teachers' video clips in the 6th SFLEP National Foreign Language Teaching Contest in 2015.This study aims to develop a framework to analyze teachers' pedagogical knowledge presented in classroom teaching,define the boundary of the codes in the framework,then encode and classify the teaching clips of teachers.The ultimate purpose of the study is to analyze and study the following questions:1.What teaching activities do business English teachers conduct in class?2.What types of pedagogical knowledge do business English teachers present in the teaching activities?3.How do Business English teachers'varied presentations affect their classroom teaching results?The study focuses on the depth and breadth of data research,and carries out in-depth exploration through case studies and breadth synthesis through case cross evaluation.The results of the study are as follows:The ten teachers have presented plenty of teaching activities and certain types of pedagogical knowledge to explain and effectively convey business knowledge and achieve teaching objectives.These include teaching procedures,classroom management and content relevant pedagogical knowledge including explanation,classroom question,praise and encouragement,interaction with students and etc.90%of the teachers not only apply the pedagogical knowledge,but also use rich teaching activities and teaching behaviors to carry out classroom content..To a certain extent,these ten teachers have shown their knowledge to regulate and control the classroom teaching,the knowledge to organize and express the language,the knowledge to observe the teaching activities,the knowledge to control the teaching behavior and the tact of teaching.The ten teachers have shown different pedagogical knowledge in classroom teaching,who also show different pedagogical knowledge characteristics.For example,teacher No.1 is a skillful pedagogical expert,while teacher No,6 is a normal revealer.In general,from teachers' presentation of CR(content relevant pedagogical knowledge)and CIR(content irrelevant pedagogical knowledge),the frequency of the ten teachers' CIR pedagogical knowledge is quite high,which is two times higher than their CR pedagogical knowledge,but the duration of CR pedagogical knowledge lasts longer than teachers' CIR pedagogical knowledge.Although the ten teachers have used a variety of pedagogical knowledge to explain the business knowledge,the quantity and frequency of consultation is quite high,the level of consultation is not much high,which lacks challenge for students.Furthermore,after the teachers have consulted,the waiting time is quite short,students don't have enough time to think so that their thinking process can not be well-developed.In addition,although more than half of the teachers give more than 8 times of praise and encouragement to the students,the whole frequency is low,the highest frequency is 18 times,while the lowest frequency is only 3 times.and their verbal feedback Is too monotonous and lack of pertinence.The reason is that most teachers are not graduated from normal universities;they are lack of systematic learning of pedagogical knowledge so that most teachers' teaching theory and teaching ability are insufficient.-According to the findings of the study,this paper puts forward some suggestions from two aspects:individual and management level.The most important thing is that the corresponding policies of pedagogical knowledge for active service development should be proposed and relevant classroom teaching evaluation criteria and methods should be formulated to encourage the career development of business English teachers... |
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